Scribd
Upload
19 views3 pages

Strategies in Teaching Science in The Elementary Grades

Strategies in Teaching Science in the Elementary Grades

Uploaded by

Fiona Valerie Aguilar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
19 views3 pages

Strategies in Teaching Science in The Elementary Grades

Strategies in Teaching Science in the Elementary Grades

Uploaded by

Fiona Valerie Aguilar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Strategies in Teaching Science in the  Predicting

Elementary Grades
-a very precise observation of repeated
A. The Science Process and Inquiry Skills pattern or event is necessary to make a
 Science is not learned by pure good prediction.
memorization alone. It is best
learned if the process of science and - the time of sunrise every
inquiry are built in the learning morning is based on accurate
processes. Every learner must quantitative measurement of the
master these tools in order to observed event.

 Inferring
achieve meaningful understanding - making an educated guess about
of scientific knowledge. an object or event based on
previously gathered data or
Basic Science Process Skills information.
 OBSERVING
- a process where one uses the - based on observations.
sensory organs ( eyes for seeing, tongue for
tasting, nose for smelling, ears for hearing INTEGRATED SCIENCE PROCESSES
and skin for touching/feeling) in order to
gather information. 1. Formulating hypothesis
- interpreted by the brain, the -a hypothesis is an intelligent guess
sensation of perception. based on prior learning or previous studies
of what will happen in an experiment.
 Classifying 2. Controlling variables
-grouping objects into similarities or - variables are conditions for factors that
segregating objects that are not similar. may affect the results of the experiment or
Putting objects together as big or small, tall investigation.
or short, sweet or sour, loud or soft
- classifying is based on observing 3.Defining Operationally
objects. - making a definition that is
applicable to the object, activity, or event or
 Communicating how such shall be done. It describes what
an object can do or can be done to the
-using words or graphic symbols to object.
describe an idea, objects or events. 4. Experimenting
- can be done in either oral (verbal) - it is an integrated science process
or written form. It can be quantitative when
numbers are used to describe or qualitative
if only words will describe.
that tries to test something to find empirical
 Measuring or proven results.
- using numbers in either standard or
non-standard measure. It is a process of 5.Interpreting Data
comparing two objects, one being measured - in an experiment, data are
and the other is used to measure. generated which are more often in terms of
- makes description more precise, quantities or numbers.
quantitative or accurate.
6. Formulating Models Solution – the third and last step is to
- it is a replication of an abstract present a solution by the learners based on
idea into something that can be seen touch the means they have planned.
or manipulated
4 As (ACTIVATE, ACQUIRE, APPLY,
ASSESS

Higher Order Thinking Skills  ACTIVATE – Questions are


asked about prior learning
1. Critical Thinking Skills  ACQUIRE – a science activity
- begins with asking questions, follows
gathering relevant information related to the  APPLY- the acquired new
question, searching for solutions and make knowledge is then used in a
a conclusion. new situation
2. Creative Thinking Skills  ASSESS- the end of the lesson is
- creativity is an evolving concept in assessment to determine if learning
science. Innovations goes with creativity. has occurred.
Without creativity and innovation science
never be interesting.
5’As ( ACTIVITY, ANALYSIS,
3. Problem Solving Skills
ABSTRACTION, APPLICATION,
- problem based learning is
ASSESSMENT)
anchored on the problem solving skills of
the learners. It is a high order thinking skills
that involves critical thinking, decision-  Activity- the lesson is
making, creativity and information introduced with
processing. experiential learning
activities with motivation.
B. Inquiry- Based Science Pedagogies  Analysis- the learners in
group or as whole class
5 Es Model in Science Teaching analyze and discuss the
results of the experiential
ENGAGE - this the motivational part of the learning activity
lesson.  Abstraction- from the
EXPLORE – this step may include activities analysis, the learners will
of learners as guide by the teacher. make their generalization
EXPLAIN – the learners provide or from concepts as
explanations of what they have done. outputs of the discussion
ELABORATE- to clarify further and analysis.
explanations are given.  Application- the formed concepts of
EVALUATE-to determine if the learners generalization will be applied to a
have learned, formative assessment new situation.
concludes the lesson.
 Assessment – to determine if the
Q-M-S (Question, Means, Solution) learners were able to achieve the
objectives of the lesson as lesson
Question- it is the first step to ask a series outcomes an assessment in that
of question or raise a problem. form of short quiz will be given.
Means- the second step is execute the
plan, a means to answer the questions in
the class.
POE- E ( Predict, Observe, Explore, 5. The Science Teacher Skills
Explain)

 Predict- the class starts with the


question , what will happen, if
learners predict based on previous
knowledge.
 Observe- in this step, a
demonstration of a
science activity by the
teacher or learner
follows, while the whole
class observes.

 EXPLORE – after the


demonstration-observation, the
learners, explore or find a
various solutions to the
problems presented in the
demonstration by the groups.
 EXPLAIN – Finally, each group
will present and explain their
solutions through oral
presentation or written report.

 Hands-on, Minds- On
active learning by doing hands-on-
activities the learners, learn by doing , using
their heads, their hands with their heart,
while minds-in, the learners thinks about
what they are doing.

 Some tips to try in Teaching


Science
1. Guided exploration
2. Free exploration or
discovery
3. Peer- led learning

Some considerations in the choice of the


strategies:

1. The learner’s profile


2. Class size
3. The Learning Objectives or
Outcomes
4. Instructional Support Materials

You might also like